The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). If used effectively, rubrics can help improve students' writing. That is why minimum qualifications are laid down for the appointment of teachers in schools. Department for Education and Skills: five year strategy for children and learners. 1st Jan 1970 As an aspiring teacher this quote promotes the ambition of mine, as my ultimate goal is to work with child and to become a primary teacher. The effectiveness of any school is built on many factors. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. Tymms, P. (2004). An efficient teacher is one who knows what they are doing and does the right thing consistently. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003) and the subsequent Primary Strategy framework for primary education. As Morrison (2000; p.122) states, “the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning”. The classroom environment must facilitate the teaching rather than impede it. What are the qualities that make an effective teacher?. As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effectiveness be improved. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. This is on the basis that “parents are children’s first and most enduring educators” (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen et al., 2004; Parliamentary Office of Science and Technology, 2000). Ofsted (2003). An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. The impact of daily maths lessons in England on pupil confidence and competence in early mathematics: a systematic review. Can you see round corners with the mirror? Compassion, empathy and patience are also attributes for a successful student/teacher relationship. Curriculum guidance for the foundation stage. Another teacher centred mode of delivery is Direct Instruction or Explicit Teaching. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. In the recap of the previous lesson, the teacher, when questioning, gave students some key words but not the answer enabling the students to reflect with their own understanding. Alexander, R. (2004). In order to create a positive learning environment, your students should â¦ The impact of New Labour’s education policy on teadhers and teaching at Key Stage 2. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respond appropriately to the children under their care. (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen et al., 2004). Springate, D (2006). The way this knowledge is imparted to a student will be dramatically different from one teacher to another. London: Parliamentary Office of Science and Technology. A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. In essence, I concur with Cohen et al. So, we advise you to pay special attention to what your teacher says. In many times, teachers can help guide students into a better future. In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the relative progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Reference this, Being an effective primary school teacher. Effective teaching also requires the teacher to be flexible in the delivery of teaching practices or instructional modes, and by doing so is more likely to achieve the success of effective teacher. We're here to answer any questions you have about our services. London: QCA. No plagiarism, guaranteed! A genuine greeting by a teacher after an absence is one example of how to encourage students. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. Early learning goals. During discussion, effective questioning must be purposeful and encourage the students to achieve a higher level of understanding. If teaching is not truly your vocation, your success as a teacher may will be limited No one feels boring in her class as she makes some fun also. (Marsh, 2010, p. 198) Flexibility in the expectations for students to reach their full potential through positive encouragement and modified teaching strategies, understanding that what is expected for one child will be different to that of another. FORUM 48(2), pp.145-158. Teachers need to be confident in their own knowledge and enthusiastic when presenting their lesson. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). What it means to be an effective teacher Introduction An effective teacher is someone who increases the understanding of a pupil. Brit. Address: Cyprus Headquarters I agree with the aims of the Primary Strategy as set out in the policy document, Excellence and Enjoyment – A Strategy for Primary Schools (DfES, 2003), which encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). An effective teacher will strive for the "Kaizen" and to be successful in improving student learning outcomes. Registered Data Controller No: Z1821391. Providing a positive and inclusive learning environment enables the student to feel safe and secure. Taylor and Hayes (2001) provide a discussion as to how education should be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. By following such suggestions for enabling learning at the primary level, continuity and progression are ensured. However, the aim of both should ultimately be to extend student thinking. The Assessment Process: its implications for teaching practice and childhood attainment. (ACARA, 2013). Morrison, G.S. One of the main steps to becoming an effective teacher is to gain intimate knowledge toward the subject matter that will be taught in the classroom (Cooper, 149). To be an effective teacher there are more than just teaching the syllabus to the students. Charalambous Tower Problem based learning is displayed when students are given time to discuss the questions as a collaborative, and demonstrate this groups kowledge to the class. - An Overall of an Effective Teacher What is a teacher. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. Teachers want students to succeed. (2004). Hi I read your article about what factors make a school effective, This is really great and I have also some points like school should use school management app that contains every facility to parents, Teacher, and Principal. A good teacher can be defined as someone who always pushes students to want to do their best while at the same time trying to make learning interesting as well as creative. This would need to be considered in Appendix One during the shared experience activity. This essay has described the importance of effective lessons, behaviour management, classroom environment, positive and inclusive learning environments, and a selection of teaching characteristics. To gain this respect however, the teacher must first show respect, students must feel accepted and their contributions valued. He should have sufficient knowledge so far as the pupils are concerned. Webb, R. et al. A teacher is someone who students rely on for further knowledge and comprehension. Study for free with our range of university lectures! The teacher is required to answer questions which require fair command of subject. This will enable the students to take part in the learning process through communicating their needs to the teacher. Cohen, L., Manion, L. and Morrison, K. (2004). How a student behaves and acts, is determined by the influences on his/her life, namely: family (care, stresses, parental attitudes to education), peer (social prejudices and authority), personal (personality, learning styles, social) and school (communications, leadership), all of which have a dramatic effect on a studentâs behaviour. Teachers who deliver their material in this manner, are more likely to succeed in motivating their students. I, personally, agree with Cohen et al. Use of Blooms Taxonomy comprising of the 6 areas â Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation, is widely used in curriculum planning, as is the simplified What When How Who and Why? The classroom has to be conducive to learning and has the proper lighting so that learning easily takes place. I have had great passion and desire to bring the difference and do good extremely good things in the world. (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen et al., 2004). Parliamentary Office of Science and Technology (2000). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). DfEE (1998). Nelson Thornes Ltd. Kyriacou, C. (1999). In Appendix One hands-on shared experience, while moving from group to group as detailed. Taylor, W. and Hayes, D (2004). Studies 46, pp.362-385. For primary school, the teachers should be â¦ Can you describe what you saw when you looked in the Kaleidoscope? Brit J Educ Studies 53(2), pp.168-186. Within the classroom, teachers need to apply many practices to enable students to learn effectively and achieve maximum potential. (Marsh, 2010, p. 221) Teachers must be considerate of those influences and the effects they have within the classroom, and minimise factors which may increase the angst that a student may feeling. Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. Pollard, A (2002). Education make you fick, innit? Open: Why? The Importance Of Being A Good Teacher. Her name is Mrs. Sanjana kausik. Tufnell Press, Reading. London: QCA. Appropriate questioning is included throughout the attachment, appendix one, with both open and closed questioning. This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. Prentice Hall. Cohen et al. *You can also browse our support articles here >. DfEE (2000). Why Not? Who wrote this essay Place an Order To provide this consistency, the teacher must establish classroom routines, rules and effective communication, addressing behaviour expectations for a positive classroom environment and completion of classroom activities. The Success of New Labour’s Policy Towards Primary Education. A guide to teaching practice. (2004) that, “effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements…building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure” and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Curriculum guidance for K1 stage. I like her strategies of teaching in the class. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. 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